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The Right to Inclusive Quality Education: Primary School Teachers’ Perceptions Based on the EPREPADI-1 Scale

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dc.contributor.authorDiaz Santa María, Yonatan
dc.contributor.authorMolina Saorín, Jesús
dc.contributor.funderMinisterio de Ciencia, Innovación y Universidades (España)
dc.date.accessioned2026-01-13T09:50:27Z
dc.date.available2026-01-13T09:50:27Z
dc.date.issued2022-04-22
dc.descriptionThe registered version of this article, first published in “ Sustainability, 14(9), 5063", is available online at the publisher's website: https://doi.org/10.3390/su14095063
dc.descriptionLa versión registrada de este artículo, publicado por primera vez en “ Sustainability, 14(9), 5063", está disponible en línea en el sitio web del editor: https://doi.org/10.3390/su14095063
dc.description.abstractThe following study aimed to describe the perception of primary education teachers regarding pupils who are discriminated against on the grounds of low functional performance. In this way, the EPREPADI-1 scale (primary education teachers’ perception of their training and professional practice in relation to pupils with disabilities) was applied with a purposive and non-probabilistic sampling aimed at teachers in the Region of Murcia, obtaining a sample with a confidence level of 95% and a sampling error of 5% (410 participants). Being quantitative descriptive research, an exploratory factor analysis was carried out to determine the existence of seven key factors, of which three were considered, due to their high significance for the objectives of this study, to determine their correlation by means of the Pearson test, as well as the Chi-square test and Cramer’s V test to determine the correlation between the factors and the ordinal variables of the scale. These tests allowed us to analyse the existing relationships between the specific training received (initial and continuous), and the effects that this training had on the performance of their professional practice. At the same time, we investigated the perception teachers have of their use of the language of negation, and to what extent the semantics used can lead to situations of exclusion.en
dc.description.provenanceMade available in DSpace on 2026-01-13T09:50:27Z (GMT). No. of bitstreams: 1 Diaz_Santa_Maria_Yonatan_Right_inclusive_qual_YONATAN DIAZ SANTA M.pdf: 344069 bytes, checksum: 4f39cb7e2b341a55d1d8c2fb114a8e84 (MD5) Previous issue date: 2022-04-22en
dc.description.sponsorshipThis research is funded by the Ministry of Science, Innovation and Universities through the Help of the University Teacher Training Program with reference: FPU17/00406.en
dc.description.versionversión publicada
dc.identifier.citationDíaz Santa María, Y., & Molina Saorín, J. (2022). The right to inclusive quality education: Primary school teachers’ perceptions based on the EPREPADI-1 scale. Sustainability, 14(9), 5063. https://doi.org/10.3390/su14095063
dc.identifier.doihttps://doi.org/10.3390/su14095063
dc.identifier.issn2071-1050
dc.identifier.urihttps://hdl.handle.net/20.500.14468/31370
dc.journal.issue9
dc.journal.titleSustainability
dc.journal.volume14
dc.language.isoen
dc.publisherMDPI
dc.relation.centerFacultad de Educación
dc.relation.departmentMétodos de Investigación y Diagnóstico en Educación I
dc.relation.projectidinfo:eu-repo/grantAgreement/MICIU/Ayuda del Programa de Formación del Profesorado Universitario/FPU17/00406
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.es
dc.subject5801 Teoría y métodos educativos
dc.subject.keywordsrightsen
dc.subject.keywordseducational qualityen
dc.subject.keywordsinclusionen
dc.subject.keywordsdisabilityen
dc.subject.keywordsteachersen
dc.subject.keywordseducational qualityen
dc.titleThe Right to Inclusive Quality Education: Primary School Teachers’ Perceptions Based on the EPREPADI-1 Scaleen
dc.typeartículoes
dc.typejournal articleen
dspace.entity.typePublication
relation.isAuthorOfPublicatione6ae18cf-3373-4786-a0b1-1b2640b3b0ca
relation.isAuthorOfPublication.latestForDiscoverye6ae18cf-3373-4786-a0b1-1b2640b3b0ca
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